Grade 8: Module 2B: Unit 2: Lesson 1
Characters and Consequences
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
Characters and Consequences
Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)
I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot). (RL.8.2)
I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
Supporting Learning Targets
Ongoing Assessment
• I can analyze how specific events create consequences that propel the action of the play.
• I can analyze how specific dialogue reveals aspects of a character.
• A Midsummer Night’s Dream structured notes, 3.2.90123 (Unit 1, Lesson 17 homework)
• I can determine the meaning of words and phrases in a text.
• Consequences flow chart
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NYS Common Core ELA Curriculum • G8:M2B:U2:L1 • June 2014 •
1
GRADE 8: MODULE 2B: UNIT 2: LESSON 1
Characters and Consequences
Agenda
Teaching Notes
1. Opening
• Students continue to perform and read in the Drama Circle and use the Written Conversation protocol
to bolster their comprehension of how the dialogue in a scene reveals aspects of the characters involved.
After working with different protocols (besides whole group or partnered discussion) toward the end of
Unit 1, students now use the Written Conversation to conduct a nearly completely independent
discussion about the text. The discussion question is open-ended; students’ Written Conversations will
differ greatly. Consider collecting the Written Conversation note-catchers to gain insight into students’
comprehension of the scene and ability to use dialogue as a way to analyze character.
A. Engaging the Reader: Partners Share Focus
Question from Homework and Reviewing Learning
Targets (5 minutes)
B. Vocabulary Activity: I Have/Who Has (10 minutes)
2. Work Time
A. Drama Circle: 3.2.124–365 (17 minutes)
B. Written Conversations between Discussion Partners
(8 minutes)
3. Closing and Assessment
A. Adding to the Consequences Flow Chart (5 minutes)
4. Homework
A. Reread 3.2.124–365 and complete the structured
notes.
• In Work Time B, students use all the vocabulary words from Unit 1 in an I Have/Who Has activity. This
activity is fun and interactive, and lets students learn from one another as they work with vocabulary
words, rather than relying just on written definitions. I Have/Who Has is a whole class activity in which
students refer to their structured notes from Unit 1, Lesson 9-17 to review the definitions of the
vocabulary words they have defined so far. The first student reads, “Who Has___ (a definition)?”
another student in the room responds with “I have (the correct word)” and then reads the prompt: “Who
has __?” Then, the student holding the correct word announces it, and the process repeats. This way,
the class works together to review the definitions of each of the vocabulary words from Unit 1, reviewing
important vocabulary from the play.
• In advance: Cut I Have/Who Has document into strips.
• Post: Learning targets.
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NYS Common Core ELA Curriculum • G8:M2B:U2:L1 • June 2014 •
2
GRADE 8: MODULE 2B: UNIT 2: LESSON 1
Characters and Consequences
Lesson Vocabulary
Materials
propel, aspects; derision (3.2.125),
conjure (3.2.161), chide (3.2.223),
bashfulness (3.2.301), hinders
(3.2.334)
• Consequences flow chart (from Unit 1, Lesson 17; one per student)
• A Midsummer Night’s Dream structured notes, from Unit 1, Lessons 9–17 (students’ completed copies)
• I Have/Who Has sentence strips (one per student; cut up in advance; see Teaching Notes)
• A Midsummer Night’s Dream (book; one per student)
• Written Conversation note-catcher (one per student)
• Consequences Flow Chart anchor chart (new; teacher-created)
• A Midsummer Night’s Dream structured notes, 3.2.124–365 (one per student)
• A Midsummer Night’s Dream supported structured notes, 3.2.124–365 (optional; for students who need additional support)
• A Midsummer Night’s Dream structured notes teacher’s guide, 3.2.124–365 (for teacher reference)
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3
GRADE 8: MODULE 2B: UNIT 2: LESSON 1
Characters and Consequences
Opening
Meeting Students’ Needs
A. Engaging the Reader: Partners Share Focus Question from Homework and Reviewing Learning Targets (5
minutes)
• Ask students to take out their structured notes from Unit 1, Lesson 17 homework. Invite students to pair-share their
responses to the focus question.
• After students have discussed their responses, cold call one or two students to share what they discussed with their partners.
Tell students that their thinking about Oberon and Puck’s desire to control others will come in handy during this lesson,
when they will read on to discover the consequences of these characters’ actions.
• Invite students to take out their Consequences flow charts. Then read the first target aloud to students:
* “I can analyze how specific events create consequences that propel the action of the play.”
• Remind students that propel means to “push forward.” Remind them that they have recorded information about characters’
actions and the consequences of these actions on their Consequences flow charts. Invite students to turn and talk,
referencing their flow charts as needed:
* “What are some examples of characters’ actions or events in the story that propelled the plot forward?”
• Cold call a few students to share what they discussed.
• Read the next learning target aloud with students:
* “I can analyze how specific dialogue reveals aspects of a character.”
• Clarify that the word aspects means qualities or characteristics. Invite students to turn and talk:
* “What does this target ask you to do?”
• Cold call one or two students to share what they discussed. Clarify that this target asks students to think about how a
character’s words can reveal his or her personality traits. Emphasize that Shakespeare wrote each line of A Midsummer
Night’s Dream on purpose. The dialogue in the play not only serves to move the plot forward, but can also let the reader get
to know the characters and how they are feeling.
• Provide a brief example from a part of the play they have already read. Read aloud from Act 2, Scene 1, lines 210–211: “I am
your spaniel, Demetrius,/The more you beat me I will fawn on you.”
• Note that Shakespeare’s use of the word “beat” in these lines does not mean Shakespeare is saying it is acceptable to beat a
dog or a person; he is using it to demonstrate how extreme the difference in feeling is between Demetrius and Helena.
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
Characters and Consequences
Opening (continued)
Meeting Students’ Needs
• Remind students that to “fawn on” someone means to give him or her love and affection. Ask them to turn and talk:
* “What aspects of Helena’s character does this line reveal?”
• Listen for students to discuss Helena’s lack of confidence, her loyalty to Demetrius, or her sadness in knowing he will not
love her. Call on one or two volunteers to share what they discussed. Summarize by reinforcing how what the characters say
in the play can say a lot about who they are and how they feel.
• Tell students that after reading in the Drama Circle, they will focus on this target. If necessary, share that there will be an
argument in the scene that may reveal some characteristics of some of the key characters in the play.
• Read the last learning target aloud with students:
* “I can determine the meaning of words and phrases in a text.”
• Explain that in the next activity, students will practice this learning target by reviewing the vocabulary words from Unit 1 in
an I Have/Who Has activity.
B. Vocabulary Activity: I Have/Who Has (10 minutes)
• Invite students to get out their A Midsummer Night’s Dream structured notes, from Unit 1, Lessons 9–17.
Distribute the I Have/Who Has sentence strips. Be sure to hand out all strips, since each one relies on the strip before
and after. Some students may have two strips. You may also participate. Be sure to keep a master copy of the strips to
quickly help students if they get stuck or to correct them if an incorrect answer is given.
• Ask students to make sure they know the definition of both their “I Have” and “Who Has” words by checking the vocabulary
definitions in their structured notes. Students must be able to state the definition of the words without the assistance of the
structured notes and determine if the responder to the “Who Has” prompt is accurate. They should put their notes away
after checking their word.
• Let students know they will participate in an I Have/Who Has vocabulary activity. Briefly review the directions:
1. Be sure the person with the first strip on the I Have/Who Has sentence strips goes first, since the protocol will take
students full circle (with this first person responding to the last person’s definition)
2. The first person to go reads the “Who has____?” on his or her strip.
3. Students listen carefully to the definition, and the student with the corresponding vocabulary word reads, “I have
_____.” That student then reads his or her “Who has _____?”
4. I Have/Who Has continues until it returns to the person who read the first definition.
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5
GRADE 8: MODULE 2B: UNIT 2: LESSON 1
Characters and Consequences
Opening (continued)
Meeting Students’ Needs
• Before students begin, clarify directions as needed. Be sure that students understand that each strip is connected to a strip
before and after. It isn’t important to start at the “beginning,” as the game will eventually return to the first person if done
properly.
• Begin by choosing a student to read his or her “Who has_____?” first.
• After an initial practice round, have students swap strip and repeat the activity once more.
Work Time
Meeting Students’ Needs
A. Drama Circle: 3.2.124–365 (17 minutes)
• Invite students to gather in the Drama Circle. Be sure students have their text, A Midsummer Night’s Dream. Ask
students to turn to Act 3, Scene 2 (lines 124–365).
• This read-aloud builds
comprehension of this scene.
Consider having stronger readers
complete the read-aloud while
others listen and follow along.
• Share with students that in the beginning of Scene 2, Robin tells Oberon that Titania is in love with an ass. As Oberon and
Robin observe, Hermia finds Demetrius in the forest and asks him where Lysander is. Oberon and Robin realize that there
has been a mistake: Robin has used the potion on Lysander instead of Demetrius.
• Invite students to turn and talk to refresh their memories:
* “How did Puck make the mistake of putting the poison on Lysander’s eyes instead of Demetrius’?”
• Listen for students to remember Oberon’s instructions to look for “Athenian” clothes, which both Lysander and Demetrius
wear. Puck saw Lysander first and assumed he was the man Oberon wanted to influence with the love-in-waiting flower.
Turn and talk:
* “What was Helena’s reaction to Lysander waking up and falling in love with her?”
• Listen for students to describe Helena’s anger at Lysander because she believed he was mocking her. Probe some students
who need more support to discuss by asking:
• Gauge your students’ understanding
of the text as you read aloud and
consider pausing to discuss
important elements, especially
vocabulary and language. This will
bolster students’ comprehension so
they can dig deeper during the
Written Conversation activity in
Work Time B.
* “What does this say about Helena as a character?”
• Students may discuss Helena’s lack of confidence, or her skepticism at Lysander’s sudden love for her. Ask:
* “How does Oberon continue to attempt to control others once he realizes Puck has made a mistake?”
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
Characters and Consequences
Work Time (continued)
Meeting Students’ Needs
• Listen for students to discuss how Oberon sends Puck into the woods to quickly find Demetrius. He wants to place a spell on
him so he’ll fall in love with Helena, as he originally intended.
• Remind students that Oberon’s desire to control Demetrius forces the world of the nobles and the world of the forest beings
to collide. Ask:
* “How do you think the interaction between the forest beings and the nobles will play out?”
• Listen for students to discuss how Hermia may fight with Helena since Lysander now loves her, or how Demetrius may be
relieved to find that Lysander no longer loves Hermia.
• Reinforce the idea that much of the comedy in this scene is a result of Oberon and Puck’s mistake.
• Invite students to volunteer for roles. Choose roles and remind students to read loudly and clearly, with appropriate
expression. Begin the read-aloud of 2.1.195–276. Pause to discuss and clarify as needed.
B. Written Conversations between Discussion Partners (8 minutes)
• Distribute and display the Written Conversation note-catcher. Review the directions: In a Written Conversation,
students will write simultaneous notes to their partner about the reading selection, swapping them every 2 minutes for a
total of two cycles and keeping quiet along the way. The point of the activity is for students to have a discussion with their
partner, without talking, to capture their thoughts without being interrupted or distracted as they reflect. Students should
write for the whole time allotted for each note. They may put down words, phrases, questions, connections, ideas,
wonderings—anything related to the question or responding to what their partner has said, just as they would in an out-loud
conversation. Spelling and grammar do not count; these are just notes.
• Read the prompt for the Written Conversation aloud with students:
* “What does the dialogue in 3.2.124–365 reveal about the characters? Each partner should choose particular piece of
dialogue that struck you and say what it says about the character(s).”
• As students begin their Written Conversations, circulate and clarify the directions as needed. Look for students to build on
each other’s responses, not just agree or disagree. As students write, quietly ask probing questions to push their thinking:
* “Why do you think that?”
• When reviewing the graphic
organizers or recording forms,
consider using a document camera
to display the document for
students who struggle with auditory
processing.
• Providing models of expected work
supports all students but especially
challenged learners.
• During Work Time B, you may want
to pull a small group of students to
support in finding evidence from
the novel. Some students will need
more guided practice before they
are ready for independent work.
* “How can you build on that idea?”
* “How can you sum up what you and your partner have discussed?”
* “Can you say more about that?”
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
Characters and Consequences
Work Time (continued)
Meeting Students’ Needs
• After 2 minutes have passed, tell students to swap. Remind them that the second partner should respond to the first
partner’s thinking.
• After 2 more minutes have passed, tell students to swap again. This time, students should read what their partner wrote and
build on the conversation.
• When 2 more minutes have passed, students should swap again, completing the first cycle. At this point, the partner should
make a conclusion. Remind students that they may continue to talk about the same subject(s) during the second cycle if they
feel they need to discuss further.
• Repeat the cycle once more.
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
Characters and Consequences
Closing and Assessment
Meeting Students’ Needs
A. Adding to the Consequences Flow Chart (5 minutes)
• Remind students that they created flow charts based on the consequences of key characters’ actions in A Midsummer Night’s
Dream. They will add to their charts today, since the reading they did in the Drama Circle reveals even more consequences
of characters’ desires to control others.
• Ask students to again locate their Consequences flow charts (which they used in Opening A).
• Tell student you would like them to add to their charts today to summarize the action from the section they read aloud in the
Drama Circle. Point out Oberon’s line in the Forest Beings section on the Consequences Flow Chart anchor chart.
Invite students to turn and talk:
* “How would you summarize the consequences we read about today that resulted from Oberon’s desire to control others?”
• Listen for students to discuss the repercussions of Oberon’s desire to control Demetrius, especially the argument that results
between the four Athenians.
Homework
Meeting Students’ Needs
• Reread 3.2.124–365 and complete the structured notes.
• Consider providing the supported
version of the structured notes to
students who need help
summarizing Shakespeare’s dense
text and defining key vocabulary
words.
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Grade 8: Module 2B: Unit 2: Lesson 1
Supporting Materials
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
I Have/Who Has Sentence Strips
Directions: Cut apart the strips and distribute one strip to each student.
In the “I have” sentences, the first word in quotation marks is a definition for a vocabulary word.
I have “ridiculously.”
Who has consent?
I have “permission for something to happen or agreement
to do something.”
Who has vexation?
I have “the state of being annoyed, frustrated, or worried.”
Who has cunning?
I have “crafty in the use of special resources (as skill or
knowledge) or in attaining an end.”
Who has beseech?
I have “to ask (someone) urgently and fervently to do
something.”
Who has relent?
I have “to give in or become less harsh.”
Who has odious?
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
I Have/Who Has Sentence Strips
I have “repulsive or gross.”
Who has devour?
I have “to swallow up or eat hungrily.”
Who has knavery?
I have “dishonesty; lying, cheating, stealing.”
Who has sway?
I have “to move or swing back and forth.”
Who has enamored?
I have “in love with.”
Who has visage?
I have “face.”
Who has attend?
I have “serve.”
Who has dote?
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
I Have/Who Has Sentence Strips
I have “to express love or affection.”
Who has lamenting?
I have “grieving or expressing great sorrow.”
Who has oaths?
I have “promises.”
Who has lamentable comedy?
I have “tragic comedy (oxymoron).”
Who has perish?
I have “to die.”
Who has tedious?
I have “long and boring.”
Who has tyrant?
I have “a harsh and unforgiving ruler.”
Who has mockery?
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
I Have/Who Has Sentence Strips
I have “a mean imitation.”
Who has entreat?
I have “to beg.”
Who has scorn?
I have “hatred.”
Who has disdainful?
I have “hateful, scornful.”
Who has ensue?
I have “result.”
Who has jest?
I have “to joke.”
Who has swifter?
I have “faster.”
Who has lurk?
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
I Have/Who Has Sentence Strips
I have “to remain in or around a place secretly.”
Who has remedy?
I have “solution.”
Who has civil?
I have “respectful or tame.”
Who has mortals?
I have “humans.”
Who has madly?
I have “desperately or extremely.”
Who has monstrous little?
I have “giant little (oxymoron).”
Who has pursue?
I have “to chase after.”
Who has fawn?
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
I Have/Who Has Sentence Strips
I have “to show affection or try to please.”
Who has abide?
I have “to put up with.”
Who has valor?
I have “courage in the face of danger!”
Who as prologue?
I have “an introductory speech or text.”
Who has woo?
I have “to seek the affection or love of someone.”
Who has assurance?
I have “guarantee.”
Who has vile?
I have “evil or repulsive.”
Who has chink?
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
I Have/Who Has Sentence Strips
I have “crack.”
Who has virtuous?
I have “morally excellent; virginal.”
Who has cranny?
I have “small, narrow opening.”
Who has preposterously?
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
Written Conversation Note-catcher
What does the dialogue in 3.2.124–365 reveal about the characters? Each partner should choose a
piece of dialogue that struck him/her and say what it says about the character(s).
I Say
My Partner
Responds
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I Build
My Partner
Concludes
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
A Midsummer Night’s Dream Structured Notes, 3.2.124–365
Name:
Date:
What is the gist of lines 3.2.124–365?
Focus question: Throughout the scene, Helena expresses her confusion and anger at
being the subject of a mean joke. How is dialogue in the play used to compel the action
of the story?
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
A Midsummer Night’s Dream Structured Notes, 3.2.124–365
Vocabulary
Word
Definition
Context clues: How did you
figure out this word?
derision (3.2.125)
conjure (3.2.161)
chide (3.2.223)
bashfulness (3.2.301)
hinders (3.2.334)
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
A Midsummer Night’s Dream Supported Structured Notes, 3.2.124–365
Name:
Date:
What is the gist of lines 3.2.124–365?
Lysander awakens after Puck places the magic potion on his eyes to see Helena. He falls in love
with Helena and leaves Hermia alone in the forest. Hermia awakens and cannot find her lover.
She searches for him in the forest and finds him following Helena. Helena feels Lysander is making
fun of her and mocking her love for a man who does not want her. Oberon is angry with Puck for
making a mistake and commands Puck to place the magic potion in Demetrius’ eyes. Demetrius
also falls in love with Helena, and she feels doubly mocked. Hermia arrives on the scene astounded
by Lysander’s behavior, hurt and confused that he does not want her. Helena believes all three of
the others are making fun of her. All four lovers begin to argue.
Focus question: Throughout the scene, Helena expresses her confusion and anger at
being the subject of a mean joke. How is dialogue in the play used to compel the action
of the story?
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
A Midsummer Night’s Dream Supported Structured Notes, 3.2.124–365
Vocabulary
Context clues: How did you
figure out this word?
Word
Definition
derision (3.2.125)
To make fun of in a disrespectful
way
conjure (3.2.161)
chide (3.2.223)
bashfulness (3.2.301)
hinders (3.2.334)
To make something appear
unexpectedly as if through magic
To scold or reprimand
To be shy or timid
To get in the way or block
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GRADE 8: MODULE 2B: UNIT 2: LESSON 1
A Midsummer Night’s Dream Structured Notes
Teacher’s Guide, 3.2.124–365
Name:
Date:
What is the gist of lines 3.2.124–365?
Lysander awakens after Puck places the magic potion on his eyes to see Helena. He falls in love
with Helena and leaves Hermia alone in the forest. Hermia awakens and cannot find her lover.
She searches for him in the forest and finds him following Helena. Helena feels Lysander is
making fun of her and mocking her love for a man who does not want her. Oberon is angry with
Puck for making a mistake and commands Puck to place the magic potion in Demetrius’ eyes.
Demetrius also falls in love with Helena, and she feels doubly mocked. Hermia arrives on the
scene astounded by Lysander’s behavior, hurt and confused that he does not want her. Helena
believes all three of the others are making fun of her. All four lovers begin to argue.
Focus question: Throughout the scene, Helena expresses her confusion and anger at
being the subject of a mean joke. How is dialogue in the play used to compel the action
of the story?
With the verbal battles between friends, the dialogue in this scene compels the action of the story
in the way it progresses from Helena’s feelings of confusion and disbelief to her anger at the joke,
and finally to her sense of righteousness and anger with her friend, Hermia. In the beginning of
the scene, Helena is still trying to convince Lysander that he should stop teasing her. She says that
if he is not joking at her expense, then “Your vows to her and me, put in two scales,/Will even
weigh, and both as light as tales.” When Demetrius awakes swearing his love for Helena, her
frustration and hurt are clearly evident in the dialogue, in lines 148–164.
Hermia’s character plays counterpoint to bring the conflict in the plot to its climax. When Hermia
enters the scene and is obviously confused by Lysander’s words and rejection of her, Helena is
sure that Hermia is part of the joke. The dialogue between Helena and Hermia expresses Helena’s
hurt that Hermia could behave in a way so opposite their friendship and violate their trust. She is
sure that Hermia was the originator of the joke. The action really begins with the fight between
Hermia and Lysander, which then turns to angry words between Helena and Hermia, with
Hermia attempting to find blame with Helena—she herself is short and Helena is tall and so
wooed Lysander with her stature. Hermia goes so far as to threaten to scratch out Helena’s eyes.
These part of the scene ends with insults flung at Hermia and Helena trying to separate herself
from her friend.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary
Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G8:M2B:U2:L1 • June 2014 •
23
GRADE 8: MODULE 2B: UNIT 2: LESSON 1
A Midsummer Night’s Dream Structured Notes
Teacher’s Guide, 3.2.124–365
Vocabulary
Context clues: How did you
figure out this word?
Word
Definition
derision (3.2.125)
To make fun of in a disrespectful
way
conjure (3.2.161)
chide (3.2.223)
bashfulness (3.2.301)
hinders (3.2.334)
To make something appear
unexpectedly as if through magic
To scold or reprimand
To be shy or timid
To get in the way or block
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary
Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G8:M2B:U2:L1 • June 2014 •
24